語系:
繁體中文
English
說明(常見問題)
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Improving teacher knowledge in K-12 ...
~
Newton, Xiaoxia A.
Improving teacher knowledge in K-12 schooling = perspectives on STEM learning /
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
Improving teacher knowledge in K-12 schooling/ by Xiaoxia A. Newton.
其他題名:
perspectives on STEM learning /
作者:
Newton, Xiaoxia A.
出版者:
Cham :Springer International Publishing : : 2018.,
面頁冊數:
xvii, 198 p. :ill., digital ; : 24 cm.;
Contained By:
Springer eBooks
標題:
Science - Study and teaching (Elementary) - United States. -
電子資源:
http://dx.doi.org/10.1007/978-3-319-71207-9
ISBN:
9783319712079
Improving teacher knowledge in K-12 schooling = perspectives on STEM learning /
Newton, Xiaoxia A.
Improving teacher knowledge in K-12 schooling
perspectives on STEM learning /[electronic resource] :by Xiaoxia A. Newton. - Cham :Springer International Publishing :2018. - xvii, 198 p. :ill., digital ;24 cm.
1. K-12 Mathematical Learning Experiences -- 2. Teachers' and Math Coaches' Understanding of Basic Mathematical Ideas -- 3. Undergraduate STEM Majors' Understanding of Slope -- 4. Opportunities to Learn Mathematics through Professional Development and Instructional Tools -- 5. Conceptual Understanding of Foundational Mathematical Topics: What Might They Look Like? -- 6. Placing Mathematics Teachers' Content Training in the Broader Context in the US.
This volume examines how several key components of the mathematics education system in the United States fail to provide teachers with adequate and effective tools to teach mathematics in K-12 classrooms. These components consist of teachers' own learning experiences as students in K-12 classrooms, their undergraduate or graduate trainings in mathematics, and their in-service professional development trainings. Newton argues that unless we improve these system components as a whole and recognize the importance of teaching future mathematics teachers explicitly and rigorously the topics they are expected to teach, teachers will continue to recycle a body of incoherent and incomprehensible mathematical knowledge to their students, because these are the only types of mathematical knowledge they have at their disposal, both in terms of what they themselves have learned as K-12 students and in terms of the mathematical resources available to them, including the textbooks they rely on to teach as mathematics teachers.
ISBN: 9783319712079
Standard No.: 10.1007/978-3-319-71207-9doiSubjects--Topical Terms:
568773
Science
--Study and teaching (Elementary)--United States.
LC Class. No.: LB1585.3 / .N48 2018
Dewey Class. No.: 372.35044
Improving teacher knowledge in K-12 schooling = perspectives on STEM learning /
LDR
:02478nam a2200325 a 4500
001
924891
003
DE-He213
005
20180911154352.0
006
m d
007
cr nn 008maaau
008
190625s2018 gw s 0 eng d
020
$a
9783319712079
$q
(electronic bk.)
020
$a
9783319712062
$q
(paper)
024
7
$a
10.1007/978-3-319-71207-9
$2
doi
035
$a
978-3-319-71207-9
040
$a
GP
$c
GP
041
0
$a
eng
050
4
$a
LB1585.3
$b
.N48 2018
072
7
$a
JNMT
$2
bicssc
072
7
$a
EDU046000
$2
bisacsh
072
7
$a
EDU024000
$2
bisacsh
082
0 4
$a
372.35044
$2
23
090
$a
LB1585.3
$b
.N567 2018
100
1
$a
Newton, Xiaoxia A.
$3
1202249
245
1 0
$a
Improving teacher knowledge in K-12 schooling
$h
[electronic resource] :
$b
perspectives on STEM learning /
$c
by Xiaoxia A. Newton.
260
$a
Cham :
$b
Springer International Publishing :
$b
Imprint: Palgrave Macmillan,
$c
2018.
300
$a
xvii, 198 p. :
$b
ill., digital ;
$c
24 cm.
505
0
$a
1. K-12 Mathematical Learning Experiences -- 2. Teachers' and Math Coaches' Understanding of Basic Mathematical Ideas -- 3. Undergraduate STEM Majors' Understanding of Slope -- 4. Opportunities to Learn Mathematics through Professional Development and Instructional Tools -- 5. Conceptual Understanding of Foundational Mathematical Topics: What Might They Look Like? -- 6. Placing Mathematics Teachers' Content Training in the Broader Context in the US.
520
$a
This volume examines how several key components of the mathematics education system in the United States fail to provide teachers with adequate and effective tools to teach mathematics in K-12 classrooms. These components consist of teachers' own learning experiences as students in K-12 classrooms, their undergraduate or graduate trainings in mathematics, and their in-service professional development trainings. Newton argues that unless we improve these system components as a whole and recognize the importance of teaching future mathematics teachers explicitly and rigorously the topics they are expected to teach, teachers will continue to recycle a body of incoherent and incomprehensible mathematical knowledge to their students, because these are the only types of mathematical knowledge they have at their disposal, both in terms of what they themselves have learned as K-12 students and in terms of the mathematical resources available to them, including the textbooks they rely on to teach as mathematics teachers.
650
0
$a
Science
$x
Study and teaching (Elementary)
$z
United States.
$3
568773
650
0
$a
Technology
$x
Study and teaching (Elementary)
$z
United States.
$3
1142462
650
0
$a
Engineering
$x
Study and teaching (Elementary)
$z
United States.
$3
1142461
650
0
$a
Mathematics
$x
Study and teaching (Elementary)
$z
United States.
$3
580715
650
1 4
$a
Education.
$3
555912
650
2 4
$a
Teaching and Teacher Education.
$3
783596
650
2 4
$a
Learning & Instruction.
$3
670152
650
2 4
$a
Schools and Schooling.
$3
1139947
710
2
$a
SpringerLink (Online service)
$3
593884
773
0
$t
Springer eBooks
856
4 0
$u
http://dx.doi.org/10.1007/978-3-319-71207-9
950
$a
Education (Springer-41171)
筆 0 讀者評論
多媒體
評論
新增評論
分享你的心得
Export
取書館別
處理中
...
變更密碼[密碼必須為2種組合(英文和數字)及長度為10碼以上]
登入